Examinando por Materia "Early childhood education"

Mostrando 1 - 8 de 8
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    Entre colores e instrumentos. despertando la sensibilidad musical en el CDI el Recuerdo
    (Universidad de Córdoba, 2023-12-18) Ochoa Sarruf, Erick Gabriel; Correa Atilano, Jahir Ernesto; Zumaqué Gómez, Nunila; Torreglosa, Karent
    A lo largo del desarrollo de las actividades, se busca crear experiencias educativas y lúdicas para niños de 2 a 3 años del CDI “El Recuerdo”, centrándose en la estimulación y sensibilización a través de diversas actividades, como la exploración de colores, el juego de roles, el uso adecuado de las manos, y la introducción al ritmo musical. En general, se destaca la importancia de adaptar las actividades a las necesidades específicas y capacidades de los niños en este grupo de edad. Las actividades han sido diseñadas considerando aspectos como la coordinación motora, la expresión corporal, y el desarrollo cognitivo y emocional.
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    Fortalecimiento de la memoria en educación preescolar mediante el aprendizaje basado en juegos con artefactos tecnológicos
    (Universidad de Córdoba, 2024-12-06) Teheran Florez, Jhair Andres; Cogollo Ayazo, Luis Manuel; Lee, Linda Luz; Castro Perez, Victor Fabian
    En un entorno donde los niños están cada vez más expuestos a la tecnología desde temprana edad, este estudio exploró el potencial de los juegos educativos para mejorar sus habilidades cognitivas. Mediante una intervención basada en tarjetas didácticas que comparaban artefactos analógicos y digitales, se evaluó el impacto en la memoria y la atención de niños de preescolar. Los resultados obtenidos demuestran que esta estrategia lúdica es eficaz para fortalecer estas habilidades cognitivas. Estos hallazgos contribuyen a enriquecer el conocimiento sobre el aprendizaje en la primera infancia y respaldan la incorporación de elementos tecnológicos en las prácticas pedagógicas
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    internship at Institucion Educativa Antonia Santos, gamification as a pedagogical strategy to teach english vocabulary in preschool
    (2022-07-30) Caicedo Rincón, María Paula; Martínez Díaz, Luis
    In Colombia, the government has only been promoting English teaching, with main focus, from primary to secondary education, although preschool is also recently suggested in the national educational policies. Consequently, there is a gap in the teaching-learning of the second language from the foundations of schooling. Nevertheless, early childhood education promotes different dimensions of development and competencies through a comprehensive environment where soft skills and competencies such as language acquisition and interpersonal skills are fortified. Thus, this report describes my experience during my internship teaching preschool students at Antonia Santos School in Monteria, trying to address this gap and contribute to the student’s communicative development in English as a foreign language. In this way, Gamification as an educational methodology was applied with the purpose of enhancing students' vocabulary acquisition. In addition, this document illustrates the findings and achievements related to my students’ growth, personal improvements, and professional advancement.
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    Internship at public school: institución Educativa Antonia Santos, fostering self-cultural awareness in the english language with kindergarten students
    (2023-02-03) García Rivero, Elkin David; Pugliese de González, Gabriella
    In Colombia, the Ministry of Education recommends the teaching of English as a foreign language at the preschool level, with the intentionality of educating bilingual and competent people from an early age. This implementation, which evidently has a positive effect on the children in acquiring the language, has a disadvantage and that is the distortion of the cultural identity since, being in early childhood education, the children are not aware of their own yet, and the fact of teaching them a foreign language that brings with it a cultural background represents a reason for the preschoolers to get confused, and not know how to identify what is proper to the place where they were born and what is not. Although the problem seems to be the teaching of the English language at such an early age, it is not. On the contrary, as it is such a versatile language, it can be used to teach many other things, for instance, self-cultural awareness. Its teaching not only benefits cognitive development but also the progress of cultural identity and a sense of belonging, as well as helping children to achieve a lexicon with a completely broad and fluid panorama in English while respecting the identities in all areas that make it characteristic of their roots. Therefore, this paper reports my experience during my internship teaching preschool at the Antonia Santos public school, in which I developed a mega project called "where I belong" focused on teaching self-cultural awareness in English. To achieve this, I applied the Project approach supported by Total Physical Response to connect with students effectively and make a meaningful impact in an age-appropriate way. Finally, this document presents the achievements of the mega project regarding my students’ growth and my personal and professional advancements.
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    Internship at public school: Institución Educativa Antonia Santos, teaching vocabulary to preschoolers through the project approach
    (2022-07-30) Alvarado, Jesús David; Pugliese de Gonzáles, Gabriella
    In Colombia, the teaching of English is promoted compulsorily from primary to secondary education, while in preschool, it is suggested. As a consequence, there is a gap in the teaching-learning of the second language from the beginning of schooling. Nonetheless, early childhood education offers students a comprehensive environment where the dimensions of development, soft skills, and competencies such as language acquisition and interpersonal skills are encouraged. Therefore, this report describes my experience during my internship as a preschool English teacher at the Antonia Santos school in Montería, Córdoba. To accomplish this, I applied The Project Approach to extend vocabulary in preschool students. In addition, this document illustrates the findings and achievements related to my students' growth, personal improvements, and professional advancement.
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    Internship at public school: teaching vocabulary to preschoolers through a play-based learning approach
    (2022-07-30) Álvarez Rojas, Angie Sofía; Romero, Yanilis
    In Colombia, the government promotes the teaching and learning of foreign languages from primary education, although not in preschool education. As a result, there is a gap in learning a foreign language since children get enrolled in the education system. Nevertheless, early childhood education provides environments to train students around integral education promoting different dimensions of development and competencies, such as language acquisition and soft skills. Thus, this paper describes my experience during my internship with preschool students at Antonia Santos school in Monteria, Cordoba. As part of my internship, I applied a play-based learning approach with the help of videos to expand vocabulary in preschool students. Furthermore, this paper presents the findings and gains related to my students' growth, my personal improvements, and my professional advancement.
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    Promoting multiple intelligences in the english language classroom through the multisensory approach
    (2023-02-20) Herrera Yanez, Sandra Paola; Romero, Yanilis; Romero, Yanilis
    This paper describes the experience of the research internship in the teaching of English as a foreign language in a public school in Montería. The purpose of this was to establish the findings after having used the multisensory approach as a way to encourage and improve the different types of intelligence and develop effective learning of the English language in the preschool students of the Antonia Santos school. To achieve this, several lessons were designed taking into account different pedagogies (Multisensory Approach, Theory of Multiple Intelligences) to support the methodology and activities developed in the process during the internship. Consequently, three main results can be reported. In the first place, the students demonstrated through their performance and participation which way it was easier for them to learn. Secondly, it was evidenced due to the interest of the students in the use of multisensory activities that the different types of intelligence identified were highly encouraged. Thirdly, the performance results obtained at the end of the process accounted for the significant improvement in the types of intelligence in the students. All this significantly helped the effective learning that the students had regarding the learning of the English language.
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    Las tic en el proceso de enseñanza de la educación preescolar en la I.E santa Cruz
    (Universidad de Córdoba, 2024-01-31) Blanquicet Doria, Cesar; GARAVITO CAMPILLO, ERICA TATIANA
    La tecnología de la información y la comunicación (TIC) están al servicio en diferentes campos de la vida cotidiana, los alcances obtenidos por estas son necesarios en el proceso educativo. Desde este punto de partida, esta investigación tiene como objetivo implementar el uso de las TIC como una estrategia pedagógica en el proceso de enseñanza de los docentes de preescolar de la I.E Santa Cruz. Esto permitirá mejorar la calidad de la enseñanza, ofreciendo ambientes activos e innovadores en los cuales los estudiantes desarrollen sus capacidades y habilidades creativas, críticas e innovadoras. Metodológicamente se define como una investigación cualitativa de tipo investigación- acción y participativa (IAP), que a partir del análisis de diferentes referencias bibliográficas, permitirá observar las falencias y fortalezas que se encuentran en los docentes y estudiantes con este tema, al usar las TIC en preescolar como una estrategia pedagógica.